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Running head: MATH AND SCIENCE ACADEMY 1
MATH AND SCIENCE ACADEMY LITERACY INSTRUCTION:
STUDENT STUDY STRATEGIES, SELF-PERCEPTION AS READERS, AND READING
ACHIEVEMENT
by
Angela Blewitt
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2013
Copyright 2013 Angela Blewitt
Object Description
| Title | Math and science academy literacy instruction: student study strategies, self-perception as readers, and reading achievement |
| Author | Blewitt, Angela |
| Author email | blewitt@usc.edu;angelablewitt@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2013-09-05 |
| Date submitted | 2013-10-30 |
| Date approved | 2013-10-30 |
| Restricted until | 2013-10-30 |
| Date published | 2013-10-30 |
| Advisor (committee chair) | Hirabayashi, Kimberly |
| Advisor (committee member) |
Mora-Flores, Eugenia Carbone, Paula M. |
| Abstract | This mixed-methods study explored the characteristics of a reading program at a South Central Los Angeles charter school, as well as explored the relationship between motivational and affective factors on the Student Approaches to Learning (SAL) instrument and students’ reading lexile scores. Data were collected through student questionnaire surveys and student, teacher, and administrator interviews. The results of the study revealed that academic self-concept, control expectation, control strategies, perceived self-efficacy, and self-concept in reading were significantly correlated with reading scores. Additionally, students performing at grade-level differed significantly from students performing below grade-level on these measures; they had a strong academic self-concept. The study also revealed that self-efficacy was perceived as crucial: in particular, teacher monitoring, caring, and one-on-one instruction to help students gain mastery experiences to build their perceived self-efficacy and self-concept in reading. Other influential factors were student self-advocacy (to seek help), effort, and recognition of achievement. The findings of this study give further support to other empirical research that has found the importance of self-efficacy. These findings have significant implications for practice, which are also discussed. |
| Keyword | reading; high school; self-perception as readers; reading achievement; literacy; literacy instruction |
| Language | English |
| Format (imt) | application/pdf |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Blewitt, Angela |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-BlewittAng-2119.pdf |
| Archival file | uscthesesreloadpub_Volume8/etd-BlewittAng-2119.pdf |
Description
| Title | Page 1 |
| Repository email | cisadmin@dots.usc.edu |
| Full text | Running head: MATH AND SCIENCE ACADEMY 1 MATH AND SCIENCE ACADEMY LITERACY INSTRUCTION: STUDENT STUDY STRATEGIES, SELF-PERCEPTION AS READERS, AND READING ACHIEVEMENT by Angela Blewitt A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2013 Copyright 2013 Angela Blewitt |
